I wanted to pass on to others all this interesting stuff about mathematics. I emailed Haese Mathematics Haese and Harris Publications as they were known back then , stating that I was interested in working for them. As it happened, their success with the first series of International Baccalaureate books meant that they were looking to hire more people at the time. I consider myself quite lucky! I want students to have questions that pique their curiosity and get them thinking about mathematics in a different way.
I prefer to write questions that require students to demonstrate that they understand a concept, rather than relying on rote memorisation. When a new or revised syllabus is released for a curriculum that we write for, a lot of work goes into devising a structure for the book that addresses the syllabus.
The process of identifying what concepts need to be taught, organising those concepts into an order that makes sense from a teaching standpoint, and finally sourcing and writing the material that addresses those concepts is very involved — but so rewarding when you hold the finished product in your hands, straight from the printer. Apart from the aforementioned recreational mathematics activities, I play a little guitar, and I enjoy playing badminton and basketball on a social level.
He was awarded a National Teaching Fellowship in I teach mathematics at university but am particularly interested in core pure mathematics which starts in school and continues to be taught at university. Solving mathematical problems is at the heart of mathematics, and I enjoy teaching problem solving at university. I really enjoy hill walking and mountaineering, particularly spending time with friends in the hills. Why do you choose to collaborate with a small publisher on the other side of the world?
There is a unique team spirit in Haese which other publishers don't have. This makes authorship much more collaborative than my previous experiences, which is really enjoyable and I'm sure leads to much better quality books for students which are, after all, the whole point.
Her Mathematical interests include regression analysis, Bayesian statistics, and statistical computing. Ngoc has been working at Haese Mathematics as a proof reader and writer since Originally, I planned to study engineering at university, but after a few weeks I quickly realised that it wasn't for me. So I switched to a mathematics degree at the first available opportunity.
I didn't really have a plan to major in statistics, but as I continued my studies I found myself growing more fond of the discipline. The mathematical rigor in proving distributional results and how they link to real-world data -- it all just seemed to click. As the resident statistician here at Haese Mathematics, I get the pleasure of writing new statistics chapters and related material. Statistics has always been a challenging subject to both teach and learn, however it doesn't always have to be that way.
To bridge that gap, I like to try and include as many historical notes, activities, and investigations as I can to make it as engaging as possible. The reasons why we do things, and the people behind them are often important things we forget to talk about. Statistics, and of course mathematics, doesn't just exist within the pages of your textbook or even the syllabus. There's so much breadth and depth to these disciplines, most of the time we just barely scratch the surface.
In my free time I like studying good typography and brushing up on my TeX skills to become the next TeXpert. On the less technical side of things, I also enjoy scrapbooking, painting, and making the occasional card. Snowflake 24 months. What got you interested in mathematics?
How did that lead to working at Haese Mathematics? I have always enjoyed the structure and style of mathematics. It has a precision that I enjoy. I spend an inordinate amount of my leisure time reading about mathematics, in fact!
To be fair, I tend to do more reading about the history of mathematics and how various mathematical and logic puzzles work, so it is somewhat different from what I do at work. I was undertaking a PhD, and I realised that what I really wanted to do was put my knowledge to use.
I wanted to pass on to others all this interesting stuff about mathematics. I emailed Haese Mathematics Haese and Harris Publications as they were known back then , stating that I was interested in working for them. As it happened, their success with the first series of International Baccalaureate books meant that they were looking to hire more people at the time. I consider myself quite lucky! I want students to have questions that pique their curiosity and get them thinking about mathematics in a different way.
I prefer to write questions that require students to demonstrate that they understand a concept, rather than relying on rote memorisation. When a new or revised syllabus is released for a curriculum that we write for, a lot of work goes into devising a structure for the book that addresses the syllabus.
The process of identifying what concepts need to be taught, organising those concepts into an order that makes sense from a teaching standpoint, and finally sourcing and writing the material that addresses those concepts is very involved — but so rewarding when you hold the finished product in your hands, straight from the printer.
Apart from the aforementioned recreational mathematics activities, I play a little guitar, and I enjoy playing badminton and basketball on a social level. Snowflake 27 months. Self Tutor. Theory of Knowledge. Graphics Calculator Instructions. Students are encouraged to think critically and challenge the assumptions of knowledge. Students should be able to analyse different ways of knowing and kinds of knowledge, while considering different cultural and emotional perceptions, fostering an international understanding.
The textbook will either have comprehensive instructions at the start of the book, specific instructions available from icons located throughout, or both.
The extensive use of graphics calculators and computer packages throughout the book enables students to realise the importance, application, and appropriate use of technology. This is ideal for catch-up and revision, or for motivated students who want to do some independent study outside school hours.
This book is available on electronic devices through our Snowflake learning platform. This book includes 27 months of Snowflake access, featuring a complete electronic copy of the textbook.
Where relevant, Snowflake features include interactive geometry, graphing, and statistics software, demonstrations, games, spreadsheets, and a range of printable worksheets, tables, and diagrams. Teachers are provided with a quick and easy way to demonstrate concepts, and students can discover for themselves and re-visit when necessary. About Us Contact Snowflake Login. We are using cookies to give you the best experience on our site.
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